Ernst, J. (2007). Factors Associated With K-12 Teachers' Use of Environment-Based Education. TheJournalofEnvironmentalEducationv. 38 no. 3 (Spring2007)p. 15-31 Full text
Summary: Factors Associated With K-12 Teachers' Use of Environment-Based Education looks at using environmental education (EE) as a good use of formal education. Environmental education involves using the local school environment to create authentic learning situations. The article focused not only on how EE should be used more wide spread, but also how EE can help with the movement to research-based, school model with intertwined curriculum, instruction, and assessment. The article continued by investigating why this is not put into practice if it found to be so beneficial. Reflection: The article spends a lot of time talking about how EE creates real world experiences for students, which makes for a more authentic lesson. When reading this article I found it difficult to understand how this strategy could be employed outside of a Biology classroom or even just a regular science classroom. The article notes that EE fosters not only science but also math, areas of reading, as well as areas such as critical thinking, problem solving, motivation, leadership and character skills. After reading about this I began to think about specific lesson plan ideas that could benefit from EE. A number of ideas came to mind. History teachers could visit local battle cites, English teachers could use the out doors as a setting for a play or reading, and science teachers can do anything from observe wild life to estimating the height of a tree. In closing the article notes that if an emphasis is put on “(a) environmental literacy knowledge and skills, (b) environmental sensitivity, (c) receptiveness to EBE, (d) supportive school climate, and (e) positive environmental attitudes,” than teachers are more likely to use EE, and students are more likely to receive the positive outcomes. Unfortunately, the states emphasis on standardized test results has lead to more text book based learning and less focus on anything deemed extra curricular. The solution is in finding a way to incorporate a balanced way to use both methods.
Matthew Scoggins
Article Review 1
Ernst, J. (2007). Factors Associated With K-12 Teachers' Use of Environment-Based Education. The Journal of Environmental Education v. 38 no. 3 (Spring 2007) p. 15-31
Full text
Summary:
Factors Associated With K-12 Teachers' Use of Environment-Based Education looks at using environmental education (EE) as a good use of formal education. Environmental education involves using the local school environment to create authentic learning situations. The article focused not only on how EE should be used more wide spread, but also how EE can help with the movement to research-based, school model with intertwined curriculum, instruction, and assessment. The article continued by investigating why this is not put into practice if it found to be so beneficial.
Reflection:
The article spends a lot of time talking about how EE creates real world experiences for students, which makes for a more authentic lesson. When reading this article I found it difficult to understand how this strategy could be employed outside of a Biology classroom or even just a regular science classroom. The article notes that EE fosters not only science but also math, areas of reading, as well as areas such as critical thinking, problem solving, motivation, leadership and character skills. After reading about this I began to think about specific lesson plan ideas that could benefit from EE. A number of ideas came to mind. History teachers could visit local battle cites, English teachers could use the out doors as a setting for a play or reading, and science teachers can do anything from observe wild life to estimating the height of a tree. In closing the article notes that if an emphasis is put on “(a) environmental literacy knowledge and skills, (b) environmental sensitivity, (c) receptiveness to EBE, (d) supportive school climate, and (e) positive environmental attitudes,” than teachers are more likely to use EE, and students are more likely to receive the positive outcomes. Unfortunately, the states emphasis on standardized test results has lead to more text book based learning and less focus on anything deemed extra curricular. The solution is in finding a way to incorporate a balanced way to use both methods.
Matthew Scoggins
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